EFFECTS OF COGNITIVE THERAPY ON ACHIEVEMENT RESPONSIBILITY

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

When a student fails examination, who is to be blamed for the failure or what factor is the student likely to consider as being responsible for the failure? In another way, who do students attribute their success in exams to? According to Piper (2016), students are supposed to contribute a lot to their examination fortunes and therefore, a student should be blamed for his/her success or failure in school examinations. However, on the part of the students, a collection of responses in Mellon (2008) states that a good number of students attribute the causes of their poor performance in examinations to difficult examination questions. Some of them put blame to examination questions which have unclear direction while others complained that teachers are fond of setting tests and examination questions on areas or topics not taught to the students. In a nutshell, more of the students‟ responses show that students indulge in putting the blame of their examination failure to other persons without looking inward to see their own contributions to the problem. This behavior of seeing only others to be responsible for one‟s academic success or failure may serve as one of the factors affecting students and their school performance. Therefore, since students keep failing in their various examinations, especially in the Colleges of Education (Dwyer, 2012 &Valli, 2014) and continue to put blame on external factors without seeing anything wrong on their part, it is likely to be a problem because it tends to make an individual omit his/her own roles in contributing to the desired educational fortunes.

Statement of the Problem

This research work aimed at finding out effects of Cognitive Behaviour Therapy on Intellectual Achievement Responsibility among students in Colleges of Education. Through random interaction with the students of Kaduna State College of Education, preliminary investigations showed that a salient trend has continued to exist among the students with adverse effect unnoticed of the students. They magnify examination failure and address it as if that is what the school is good at. Students describe their problem as if the College technically arranges academic achievement to be difficult to them. What then makes students complain about their misfortunes as if someone is in control of their destinies? It could be that these students have a type of tendency to feel that they are not responsible for their failed or passed courses during test or examination and that someone must always help to change things around them. Those who feel they are not responsible for their successes are likely to be lazy even when they can do better while those who feel that they are responsible for the things happening to them put efforts to control all events.

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Updated: 29th April 2019 — 10:22 am

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